• Title/Summary/Keyword: 쌓기 나무

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Research on the Teaching Building-blocks in Elementary Geometry Class using 3D Visualization SW (3D Visualization SW를 활용한 초등학교 쌓기나무 도형교육에 관한 연구)

  • Bae, Hun Joong;Kim, Jong-seong
    • The Journal of the Korea Contents Association
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    • v.17 no.6
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    • pp.71-80
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    • 2017
  • The standards for achievement levels for building blocks in elementary geometry class is to enhance spatial cognitive ability through practices describing shape patterns of building blocks observed from different directions. However, most of building block in the textbook is described from only one perspective. Even worse, some examples in the textbook are almost impossible to observe in the real world. Contrary to this, simulated views by Wings3D has shown that each box may look quite differently from different angles let alone the size of each box. Using Wings3D, it is also very easy to build different types of building blocks with various levels of difficulty in the virtual space. Based on these results, in this study, 3D visualization SW is suggested as a potential pedagogical tool for the elementary geometry class to help kids perceive objects in space more precisely. We have shown that 3D visualization SW such as Wings3D could be a powerful, compact 3D SW for most of subjects which are covered in elementary geometry education. Wings3D has another advantage of economic open source SW fully compatible with school PCs.

Analysis of Mathematical Communication in Building-Block Lessons for 2nd Graders (2학년 쌓기나무 수업에서의 수학적 의사소통 분석)

  • Chang, Hyewon
    • School Mathematics
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    • v.17 no.2
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    • pp.223-239
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    • 2015
  • This study focused on classroom dialogue for communicating spatial information which is supposed to be implemented through learning activities using building-blocks. Even though mathematics textbooks for $2^{nd}$ graders have activities which require abilities of explaining and understanding some spatial information, we know few about how mathematical communication between teacher and students or among students and which strategies are more effective. For this reason, two building-block lessons for $2^{nd}$ graders were observed. The characteristics of teachers' instruction and students' explanation were identified and the mathematical communication between teachers and students or among students was analyzed. As a result, mains factors of impeding students' explanation and understanding were induced and the types of their communication were classified. Based on these results, several teaching strategies for effective communication in buildingblock lessons were suggested.

유아의 쌓기 놀이 활동을 통한 기하학습에 관한 기초연구

  • Hong, Hye-Gyeong
    • Communications of Mathematical Education
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    • v.12
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    • pp.21-32
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    • 2001
  • 쌓기놀이는 유치원에서의 주요 활동이며, 유아들이 가장 선호하는 놀이일 뿐 아니라 교육적 가치도 크다고 보고 있다. 특히 쌓기놀이는 다양한 크기, 형태의 나무 적목을 사용하여 구성하게 되므로 공간 관계, 기하학적 도형, 대칭, 합동 등의 수학적 경험을 제공할 수 있다는 것이다. 그러나 교육현장에서의 쌓기놀이는 유아가 자유롭게 구조물을 만든 후 이를 극화놀이로 확장되어 전개되는데 그치고 있어 이를 통한 수학적 경험은 크게 기대할 수 없으며 우연적일 수 밖에 없다. 따라서 본 연구에서는 유아의 쌓기놀이를 보다 기하학적 사고와 탐색을 포함하는 교수-학습의 방안을 모색하고 현장 적용성을 검토하고자하였다. 본 연구의 내용은 유아의 쌓기놀이 활동에 기초한 기하학습의 모형을 설계하고, 이를 기초로 한 적용사례를 제시하는 것이다.

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The Application of Elimination Method for Teaching the Cube-Accumulation (쌓기나무 지도를 위한 부분제거법의 적용)

  • Chang, Hye-Won;Kang, Jong-Pyo
    • Journal of Educational Research in Mathematics
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    • v.19 no.3
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    • pp.425-441
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    • 2009
  • The cube-accumulation is a new theme included in the 7th elementary mathematics curriculum for improving children's spatial ability. One activity of the cube-accumulation is to recognize the configuration of accumulated cube given three plane figures in the directions of the above, the front and the side, respectively. The approach to this activity presented in the mathematics textbook is more or less intuitive and constructive, and difficult to some children. So we suggest an alternative, more analytic method, 'elimination method', that is eliminating unnecessary parts from $n{\times}n{\times}n$ whole cubes. This method was adopted to the 32 sixth graders, in special five applicants among them. Their responses and activities were analyzed. We confirm that we can teach the cube-accumulation by the elimination method, and some children prefer this method. 13u1 this method requires more exercises to be executed skillfully.

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Justifying the Fraction Division Algorithm in Mathematics of the Elementary School (초등학교 수학에서 분수 나눗셈의 알고리즘 정당화하기)

  • Park, Jungkyu;Lee, Kwangho;Sung, Chang-geun
    • Education of Primary School Mathematics
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    • v.22 no.2
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    • pp.113-127
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    • 2019
  • The purpose of this study is to justify the fraction division algorithm in elementary mathematics by applying the definition of natural number division to fraction division. First, we studied the contents which need to be taken into consideration in teaching fraction division in elementary mathematics and suggested the criteria. Based on this research, we examined whether the previous methods which are used to derive the standard algorithm are appropriate for the course of introducing the fraction division. Next, we defined division in fraction and suggested the unit-circle partition model and the square partition model which can visualize the definition. Finally, we confirmed that the standard algorithm of fraction division in both partition and measurement is naturally derived through these models.

A study on sprouting of a young merchantable pitch pine stand (장령기(壯令期)에 가까운 리기다소나무 임분(林分)의 맹아(萌芽) 갱신(更新)에 대(對)한 연구(硏究))

  • Park, Tai Sik
    • Journal of Korean Society of Forest Science
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    • v.1 no.1
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    • pp.22-29
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    • 1962
  • (1) The objects of this study are to observe the possibility of regenerating a young merchantable pitch pine stand by sprouts and to compare the growth trend of sprouts with that of seedlings of same age grown under the almost same circumstances. (2) A plot of 20 year old pitch pine plantation, i.e. 200 trees on 0.1 ha of average D.B.H. 14 cm was clearcut at 20 cm above ground in April, 1945. By the late spring of that year sixty per cent of the cut stumps had sprouted. (3) Fourty to eighty sprouts were found on each stump (maximum:412 sprouts) at the first, but many of them had gradually died out leaving only four to five sprouts per stump by the time of three years after cutting. At that time only one vigorous sprout was left per stump by eliminating the weaker ones. (4) The sprouts, as they grew, started to cover the old stumps with new tissues developed from lower part of sprouts;consequently forming new root systems from the base of new tissues, and they appeared to be seedlings. When the age of sprouts was thirteen years old, the old stumps were completely decayed away and the reproduced stand from sprouts was averaged at 9.7 cm in D.B.H. and at 5.5m in height. (5) When the age of sprouts was thirteen years old, the sprouts exceeded the seedlings in both of total present growth and mean annual increment in height, volume, D.B.H. and basal area, but the seedlings began to exceed the sprouts in current annual increment of height, volume, D.B.H. and basal area at about ten years of age. The rates of increment of the seedling in height, volume, ect. were larger than those of sprouts except when they were one to four years old. From above facts, the following may be concluded: (1) In regenerating a pitch pine stand by sprouts, the lower the stump height, the better the result. (2) If no light limit exists, regenerating a pitch pine stand by sprouts is well possible even at the age of 20 year. (3) Pitch pine reproduction started from sprouts exceeds the seedlings of same age in growth under the almost same circumstances until they get ten years of age.

Development of Diagram Learning System for e-Learning (e-Learning을 위한 도형학습 시스템 개발)

  • Im, Mi-Ae;Goh, Byung-Oh
    • Journal of The Korean Association of Information Education
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    • v.9 no.3
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    • pp.523-532
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    • 2005
  • Moving figures and piling up some boxes are newly the introduced studying contents in the 7th curriculum of mathematics and it will be able to form the sense of space of the students. Against the studying contents for the sense of space formation, the teachers of site speak instruction is very difficult and the student's scores are low. Elementary school mathematics studying which inclusive of figure studying is the most effective when they operate the actual object. But in the school site, the instruction with actual object is very difficult because many reasons. And web based studying data system which is for forming the sense of space the students is not abundant because it started initially. From this dissertation, studying contents will be taken out and web base figure studying system will be designed and embodied. The interaction will be active in the system. Student will be able to understand the principle by the medium of the animation from the system and they can improve their sense of space by the interesting game.

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Analysis of Vegetation Characteristics of Close-to-nature Creek Improvement (자연형 소하천정비사업의 식생특성 분석)

  • Yeon, Gyu-Bang;Kang, Sang-Jun;Yun, Kang-Hun;Lee, Jong-Hyung
    • Proceedings of the Korea Water Resources Association Conference
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    • 2007.05a
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    • pp.657-661
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    • 2007
  • 본 연구에서는 자연형 소하천정비 시범사업 중에서 2003년 하천정비공사가 완료된 후 식생의 침입과 정착하는 과정을 조사함으로서 교란된 하천을 자연형 하천으로 복원하는데 생태학적으로 어떤 공법이 최적의 공법인가를 알아보고자 각 호안공법 별로 식생의 변화특성을 분석한 것으로 결론은 다음과 같다. 이동 소하천에 적용된 다양한 공법(자연석 쌓기, 식생축조블록, 그린리버(환경)블록, 스톤넷, 친환경 돌망태, 식생매트, 환경블록 H형, 반딧불 블록, 지오그린셀, 자연석 3단쌓기 호안)으로 정비된 자연형 하천 복원 후의 식생조성과 목본식물의 침입 및 정착 과정을 조사하였다. 9가지의 공법 중에서 식생 조성과 목본식물의 침입과 정착에 양호하다고 판단된 공법은 자연석 2단 및 3단 쌓기가 가장 좋다고 판단되었고, 그 다음은 지오그린셀 공법, 식생 매트 공법 그리고 그린리버 공법의 순이었다. 친환경 돌망태 공법, 환경블록 공법, 환경 H블록 공법, 식생 축조 블록 공법 및 반딧불 블록 공법은 다른 공법에 비하여 적절하지 못한 공법이었다. 각 공법 간 식생 조성의 유사도 비교에 의하면 시간이 지남에 따라 하천 복원 후 하천 변의 식생이 한 방향으로 서서히 수렴되어 가고 있었다. 하천 공법에 관계없이 봄에 침입하는 식물을 보면 둑의 사면에는 갈퀴나물, 큰김의털, 쑥, 환삼덩굴, 점나도나물 이었고, 수로에는 고마리, 소리쟁이, 미나리, 개구리자리였다. 여름에는 둑 사면에 망초, 억새, 환삼덩굴, 토끼풀이, 수로에는 고마리, 미나리, 미국가막사리, 닭의장풀, 그리고 가을에 많이 침입한 식물은 사면에 파종된 외래식물인 큰김의털, 식재한 억새, 강아지풀 및 환삼덩굴이었음을 알 수 있었다. 처음 침입한 목본은 갯버들, 아카시나무, 내버들 및 버드나무 등 4종이었으나, 1년 후에는 싸리, 산딸기, 쥐똥나무 및 뽕나무가 새로 침입하였다. 이렇게 침입한 목본식물들은 복원된 하천에 다른 물리적인 교란이 심하게 가해지지 않는다면 당분간 계속 생장할 것으로 사료된다.

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On the SMART Storytelling Mathematics Education Based on Executable Expressions (실행식(Executable expression) 기반 SMART 스토리텔링 수학교육)

  • Cho, Han Hyuk;Song, Min Ho
    • Journal of Educational Research in Mathematics
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    • v.24 no.2
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    • pp.269-283
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    • 2014
  • Recently, 3S Mathematics Education (Storytelling mathematics education, SMART mathematics education, and STEAM mathematics education) is emphasized. Based on recently published report on Storytelling mathematics textbook, we propose executable expression based SMART storytelling mathematics related to the elementary mathematic curriculum on 3D building blocks. We designed letters and expressions to represent three dimensional shape of 3D building blocks, and we compare its characteristics with that of LEGO blocks. We assert that text-based executable expressions not only construct what students want to make but also teachers can read students thinking process and can support educational help based on students needs. We also present linear function, quadratic function, and function variable concepts using executable expressions based on 3D building block as an example of SMART storytelling mathematics. This research was supported by the collaborated creativity mentoring project between Siheung City and college of education at Seoul National University. We hope designed executable expressions can be used for the development of SMART storytelling mathematics education.

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Teaching Spatial Sense of Solid Figures in Elementary School Mathematics (입체도형의 공간 감각 지도에 관한 논의)

  • Chong, Yeong Ok
    • Journal of Elementary Mathematics Education in Korea
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    • v.21 no.1
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    • pp.161-194
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    • 2017
  • The aim of this study is to look into sub-factors of spatial sense that can be contained in spatial sense of solid figure of mathematics curriculum and offer suggestions to improve teaching spatial sense of solid figures in the future. In order to attain these purposes, this study examined the meaning and sub-factors of spatial sense and the relations between spatial sense of solid figure and sub-factors of spatial sense through a theoretical consideration regarding various studies on spatial sense. Based on such examination, this study compared and analyzed textbooks used in South Korea, Finland and the Netherlands with respect to contents of mathematics curriculum and textbooks in grades, sub-factors of spatial sense, and realistic contexts for spatial sense of solid figure. In the light of such theoretical consideration and analytical results, this study provided suggestions for improving teaching spatial sense of solid figures in elementary schools in Korea as follows: extending contents regarding spatial sense of solid figures in mathematics curriculum and considering continuity between grades in textbooks, emphasizing spatial orientation as well as spatial visualization, underlining not only construction with blocks but also mental activities in mental rotation and mental transformation, comparing strength and weakness of diverse plane representations of three dimensional objects, and utilizing various realistic situations and objects in space.

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